International Handbook of Leadership for Learning

Raczynski.- 19. School Leadership in the UK: A Policy Perspective;

Jim O'Brien.- SECTION 4: EDUCATING SCHOOL LEADERS FOR LEADERSHIP FOR LEARNING.- 20. Lessons About Improving Leadership on A Large Scale: From Ontario's Leadership Strategy; Kenneth Leithwood, Steven Reid, Laurie Pedwell, and Marg Connor.- 21. Leadership for learning: educating educational leaders; Christine Forde.- 22. Leadership Learning that Makes a Difference in Schools: Pushing the Frontier at the University of Maine; Richard H. Ackerman, Gordon A. Donaldson, Sarah V. Mackenzie and George F. Marnik.- 23. Educating leaders for learning in schools in Kenya: The need for a re-conceptualisation; Julius O. Jwan and Charles O. Ong'ondo.- 24. Leadership for Learning in Malaysian Schools; Tie Fatt Hee.- 25. Developing school principals in South Africa; Inbanathan Naicker.- 26. Preparing School Leaders for a Changing World: Lessons from Zimbabwe; Chrispen Chiome.- SECTION 5: IMPLEMENTING LEADERSHIP FOR LEARNING: THE ROLE OF THE SCHOOL LEADER.- 27. Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning; Phil Hallinger and Ronald Heck.- 28. Culturally Relevant Leadership for the Enhancement of Teaching and Learning in Urban Schools; Carlos R. McCray and Floyd D. Beachum.- 29. Expanding Learning-focused Leadership in US Urban Schools; Bradley S. Portin and Michael S. Knapp.- 30. The Nordic superintendents' leadership roles: cross national comparisons; Olof Johansson, Lejf Moos, Elisabet Nihlfors, Jan Paulssen and Mik Risku.- 31. Successful leadership for improved student learning in high needs schools: U.S. perspectives from the International Successful School Principalship Project (ISSPP); Stephen Jacobson and Lauri Johnson.- 32. Improving and supporting principals' leadership in Latin America; Denise Vaillant.- SECTION 6: CHANGING HEARTS AND MINDS: BUILDING LEADERSHIP FOR LEARNING IN CURRENT SCHOOL LEADERS.- 33. The Succession Challenge: Warm Bodies or Leaders of Learning?; Dean Fink.- 34. Building Leadership Capacity Across 5000 Schools; Laurie Pedwell, Ben Levin, Barry Pervin, Mary Jean Gallagher, Marg Connor and Helen Beck.- 35. Building leadership capacity - the Norwegian approach; Jorunn Møller and Eli Ottesen.- 36. Leadership for Learning - Learning for Leadership: The Impact of Professional Development; Stephan Gerhard Huber.- 37. The development of leadership capability in a self-managing schools system: the New Zealand experience and challenges; Cathy Wylie.- 38. Providing professional sustenance for leaders of learning - the glass half full?; Simon Clarke and Helen Wildy.- 39. Support for schools and professional development: key processes for effective leadership in school improvement; Inés Aguerrondo and Lea Vezub.- Part Two.- SECTION 7: SPREADING THE TASK: INCLUDING OTHERS IN LEADERSHIP FOR LEARNING.- 40. Leadership for Learning: What It Means for Teachers; Susan Lovett and Dorothy Andrews.- 41. Instructional Supervision, Coherence, and Job embedded Learning; Sally J. Zepeda.- 42. School Leadership for Adult Development: The Dramatic Difference It Can Make; Ellie Drago-Severson.- 43. Accomplished Teachers as Teacher Leaders; Margery McMahon.- 44. Ensuring staff development impacts on learning; Sara Bubb and Peter Earley.- 45. Realities and perspectives arising from professional development to improve the teaching of reading and writing: the CETT Project in the Dominican Republic; Liliana Montenegro.- 46. Leadership for Learning: Student Perspectives; James Skinner, Alf Lizzio and Neil Dempster.-  47. Promoting Students Learning through Sustainable Innovations: Where is the missing link?; Thuwayba Al-Bawani and Mohammed Osman.- 48. Creating participative learning cultures through student leadership; David Frost.- SECTION 8: FROM PEOPLE LEARNING TO ORGANISATIONAL LEARNING: BUILDING CAPACITY.- 49. Schools as Organizational Connectors and Reproducers of the Hierarchy of Learning Success; Fenwick English.- 50. Leading school based networks and collaborative learning: Working together for better outcomes?; Mark Hadfield and Christopher Chapman.- 51. Principals think organisation: Dilemmas in the management of today's education; Peter Henrik Raae.- 52. The Self-Organizing School Theory: Leading change for learning; Alan Bain.- 53. Building and Leading Within Learning Ecologies; Coral Mitchell and Larry Sackney.- 54. Leaders Who Build and Sustain Passion for Learning: Capacity Building in Practice; Qing Gu.- 55. Creating a Learning Culture in Schools: An Analysis of Challenges and Opportunities with Special Reference to the Egyptian Context; Atta Taha Zidan.- 56. Educational leadership with eyes and hearts wide open; Grzegorz Mazurkiewicz.- 57.  Leading Assessment for Learning; Sue Swaffield.- SECTION 9: RESPONDING TO DIVERSITY: DIFFERENT WAYS OF MOVING TOWARDS LEADERSHIP FOR LEARNING.- 58. Education leaders can reduce educational disparities; Russell Bishop.- 59. Same mother, different lives: The social organization of leader-ship for learning across three Chinese societies; Allan Walker and Frank Xue-Ju Wang.- 60. Assessing and Understanding Quality in the Arab Region; Ekhleif Tarawneh.- 61. Administrative Approaches to Diversity: Sharing and Imposing Meaning; James Ryan.- 62.  Zimbabwe in Transition: Rethinking the school leadership condi-tions fostering transition; Chrispen Chiome and Paul Mupa.- 63. Findings in translation: negotiating and leading learning across borders; Francesca Brotto.- 64. School culture and pupil performance: Evidence from Lesotho; Vitallis Chikoko and Tantso Rampai.- 65. Re-Imagining Disadvantaged Community and Family Leadership for Learning: An (Im)modest Proposal; Greer Johnson & Paula Jervis-Tracey.- AFTERWORD.- 66. Thinking and Acting both Locally and Globally: What do we know now and how do we continue to improve?; John MacBeath and Tony Townsend.- About the Contributors.- Author Index.- Subject Index.

Scotland's Action Group on Standards. In 1997 he received the OBE for services to education. International consultancies have included OECD, UNESCO and ILO (International Labour Organisation), the Bertelsmann Foundation, the European Commission and an EU working party on European indicators. In 2006 he assumed the Presidency of the International Congress on School Effectiveness and Improvement. In June 2008 he received an honorary doctorate from the University of Edinburgh. Since 1997 he has been a consultant to the Hong Kong Education Bureau on school self evaluation, external school review and on implementation of the new 3-3-4 reform.